Play-based pedagogy: An approach to advance young children’s holistic development

South African Journal of Childhood Education


 
 
Field Value
 
Title Play-based pedagogy: An approach to advance young children’s holistic development
 
Creator Lunga, Prosper Esterhuizen, Stef Koen, Mariette
 
Subject — Holistic development; participatory action learning and action research; play-based pedagogy; young children
Description Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.
 
Publisher AOSIS
 
Contributor n.a.
Date 2022-06-01
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Qualitative; PALAR (Participatory Action Learning and Action Research
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v12i1.1133
 
Source South African Journal of Childhood Education; Vol 12, No 1 (2022); 12 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/1133/2161 https://sajce.co.za/index.php/sajce/article/view/1133/2162 https://sajce.co.za/index.php/sajce/article/view/1133/2163 https://sajce.co.za/index.php/sajce/article/view/1133/2164 https://sajce.co.za/index.php/sajce/article/downloadSuppFile/1133/1664
 
Coverage — — Pseudonyms Gender Age group Ethnic group Designation Level of education P5 M 35-45 Shona Researcher PhD P6 F 45+ Afrikaans Researcher PhD P8 F 45+ Afrikaans Researcher PhD P 7 F 45+ Afrikaans Team member Hons Participants P1 F 45+ isiZulu Grade R Fac
Rights Copyright (c) 2022 Prosper Lunga, Stef Esterhuizen, Mariette Koen https://creativecommons.org/licenses/by/4.0